EAQUALS British Council Core Curriculum April2011
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British Council EAQUALS Core Inventory for General English
A Core Inventory for General EnglishBrian North, Angeles Ortega and Susan Sheehan
Publication dataCopyright British Council/EAQUALS (European Association for Quality Language Services) except where otherwise stated.
The embedding of the CEFR in English Language Teaching has been a long process but we have now reached a stage where the CEFR levels and the competences are a core component of teacher training and of daily teacher practice.
As a global organisation we at the British Council appreciate the significance of the CEFR. Our websites and teacher resources are global and need the structure and definition provided by the CEFR to make our work more coherent.
The British Council is committed to supporting teachers of English worldwide and providing them with training and resources.
Applying, and where needed adapting, the CEFR to their own teaching approach is an important competence for teachers, and for many teachers extra training, resources and support are needed to make this successful.
This project aims to be one of those resources providing support to teachers in applying the CEFR to their daily work, by providing a practical inventory of language points that should be a part of a balanced course at each level of the CEFR.
Our goal is to provide direction for teachers in how to select inventory items and plan lessons that will help students gain the competences they need within CEFR.
This project started many years ago as a modest attempt to pull together a core list of discrete language points and key lexis for each level of the CEFR. I set it up as a database of language points and exponents somewhat loosely tied to CEFR levels, as a guide to coursebook contents and lesson planning. To help teachers focus on while planning lessons.
It was only partly successful as it did not benefit from the academic rigour and research background which this kind of teaching resource needs.
We decided in 2009 to revive this project with the appropriate academic input and research, and approached Brian North and EAQUALS to work together as partners in providing this much-needed (and oft-requested) resource for teachers.
Brian North has led an international team of teachers and trainers, with Susan Sheehan coordinating the British Councils input, and the team has produced a fantastic resource that I believe will be greatly welcomed by ELT teachers everywhere.
The project resources will be made available in different formats poster, booklet, website, ebook so that we can reach as many teachers as possible.
We hope this is useful for your work, and would be delighted to receive feedback and suggestions for extending the project in new directions.
Michael Carrier Head English Language Innovation British Council
The British Council and EAQUALS would like to thank the following people who contributed to the workshops in this project:
Mila Angelova, Rachel Bowden, Peter Brown, Lucy Chambers, Alistair Fortune, Tim Goodier, Clare Grundy, Roxane Harrison, Andrew Hart, Neil Hatfield, Sam Hawes, Nicky Johnson, Nareene Kaloyan, Hanan Khalifa, Maja Kukoya, Martin Lowder, Brian North, Niamh OLeary, Barry OSullivan, Angeles Ortega, Susan Sheehan, Jana Pirkova, Caroline Preston, Richard Simpson, Howard Smith, Liz Tuck, Marieta Tusheva.
1 The CEFR 6
2 Project Aims 8
3 Project Procedure 9
4 Project Products 12
5 CEFR-based Scenarios 13
6 A Core Inventory: Documentation of Best Practice 18
7 Guidelines for Users 20
8 Conclusion 21
AppendicesA Salient Characteristics of CEFR levels spoken language 23
B CEFR-based Scenarios 26
C Mapping Text Types 36
D Mapping Language Content 38
E Exponents for Language Content 43
A1 A2 B1 B2 C1 C2
The relationship is clearest from B1 to C1. Beginners books are clearly A1. Books labelled elementary span the content for A1 and A2. The greatest confusion is with books labelled pre-intermediate since both schools and publishers use this expression in different ways. Essentially pre-intermediate appears to correspond most closely to the more demanding content of A2, sometimes called A2+. In the analysis in this project, beginners materials were analysed in relation to A1, pre-intermediate materials in relation to A2, and elementary materials in relation to both A1 and A2.
1 The CEFR
The CEFR was published in 2001 in English1 and French after a period of development from 1992 to 1996 and piloting from 19972000, has been translated into 40 languages and is now accepted as the international standard for language teaching and learning. The CEFR has two main aims: to encourage reflection by users over the way their current practice meets the real world language needs of their learners and to provide a set of defined common reference levels (A1-C2) as points of reference to facilitate communication and comparisons. The CEFR differs from other, national, language frameworks in two ways:
n Firstly it highlights the competences a learner needs (pragmatic, linguistic, sociolinguistic, strategic, intercultural) as a language user and it develops the familiar but inadequate four skills into a richer description of activities the learner undertakes (spoken and written: reception, interaction, production and mediation).
n Secondly it provides validated, scientifically calibrated descriptors of these different aspects of its descriptive scheme2, except for intercultural competences and mediation. The most comprehensive set of CEFR-based descriptors is available at www.coe.int/portfolio. Consistent coverage for all levels in simplified I can form is provided by the recent EAQUALS revision, also available on www.eaquals.org. The original CEFR descriptors are presented in I can form in the EAQUALS/ALTE electronic European Language Portfolio on www.eELP.org.
The relevance of the CEFR to language education is firstly that the descriptive scheme offers a starting point to review curriculum content and secondly that the common reference levels provide a framework for putting curriculum objectives, entry testing, syllabus definition, materials organisation, progress testing and certification of proficiency into one coherent local system that is appropriate to the context, related to real world language ability and easily communicated, internally and externally.
The CEFR avoids using relative labels like intermediate because these mean very different things in different contexts; neither schools nor publishers use these terms consistently and they are also employed in different ways in different educational sectors and in relation to different languages.
The analysis in this project confirms that the relationship between the CEFR levels and the labels used by EFL publishers is approximately as follows:
1 Council of Europe (2001): Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge, Cambridge University Press.2 North, B. (2000): The Development of a common framework scale of language proficiency. New York, Peter Lang.
North, B. and Schneider, G. (1998): Scaling descriptors for language proficiency scales. In: Language Testing 15/2: 217262.
3 Project Procedure
The Core Inventory was developed through iterative and collaborative processes, exploiting expertise from within the two partner organisations, including examination boards that are Associate Members of EAQUALS. The project built on existing work and projects conducted by both partners and other experts.
The project had five main stages. A series of workshops were held, in the context of an EAQUALS Special Interest Project (SIP). In the workshops practitioners commented on and sense-checked the work completed so far and suggested approaches for the successive stages.
Stage 1 Data collection and analysisA number of sources were drawn on including:
n an analysis of the language implied by CEFR descriptors;
n an analysis of content common to the syllabuses of EAQUALS members whose CEFR implementation was a point of excellence;
n an analysis of content of different series of popular course books;
n teacher surveys.
The data were analysed to find consensus: points which were common to a strong majority (80%) in each of the data sources. This defined the core. Other points common to different sources that were considered significant were retained as less core; these points are shown in italics in the lists of exponents in Appendix E.
Stage 2 Creation of the InventoryFollowing the analysis of the data collected at Stage 1, examination boards (Cambridge ESOL, City & Guilds, Trinity) provided further input into which language points they considered to be most relevant. At this stage content for C1 was discussed in detail.
Stage 3 Writing the exponentsOnce the Inventory was finalised, teachers wrote a preliminary version of the exponents which were refined and revised by project team members at an iterative series of workshops.
Stage 4 Identifying text types One project member analysed the CEFR descriptors to identify source texts for different CEFR levels. The results of this analysis can be found in Appendix C.
Stage 5 Writing CEFR-based scenariosThe project team wanted to make explicit the links between real world needs, curriculum aims and the classroom. The final stage of the project was therefore to brainstorm illustrative scenarios tha